Pathways to Nature
The Challenge
Young people today are facing escalating mental health challenges, heightened by the climate and ecological crisis. Despite increasing evidence of the therapeutic benefits of nature connection, systemic barriers such as urbanisation, social inequality, and educational structures limit young people’s access to nature-based experiences.
Our fractured relationship with nature has profound implications not only for youth mental health (SDG 3: Good Health and Wellbeing) but also for achieving climate resilience (SDG 13: Climate Action) and fostering sustainable communities (SDG 11: Sustainable Cities and Communities). Yet, there is a lack of inclusive, scalable, evidence-based interventions that engage diverse youth populations and address barriers to access. Aligned with SDG 4 (Quality Education) and SDG 15 (Life on Land), our programme sought to address these gaps through a cross-sectoral and interdisciplinary approach. Central to this challenge was recognising young people not as passive recipients but as co-researchers and leaders in environmental and wellbeing initiatives.
Our goal was to empower young people to reimagine their relationship with nature, fostering a sense of stewardship while enhancing wellbeing and social connection. The Pathways to Nature programme was designed to create systemic, scalable change by amplifying youth voices, promoting equity of access, and building a foundation for sustainable future action across multiple societal levels.
The Research
There is increasing recognition that strengthening young people's connection with nature can play a vital role in supporting youth mental health and promoting environmental stewardship — key priorities aligned with the UN Sustainable Development Goals (SDGs 3, 4, 13, 15).
Our research began with the first umbrella review of nature-based interventions (NBIs), synthesising 64 systematic reviews and meta-analyses. Published in Environment International, this study identified the key enablers, barriers, and design principles for effective, equitable NBIs. It highlighted gaps in reaching marginalised groups and the importance of participatory, inclusive approaches.
Building on this evidence base, we conducted a qualitative study exploring young people's relationships with nature across diverse socio-economic and cultural contexts. Published in the Journal of Environmental Psychology, the study revealed that young people view their connection to nature as relational and integral to their wellbeing and sense of purpose, while also highlighting barriers such as safety concerns, access inequalities, and systemic disconnection from nature. In parallel, we co-led Pathways to Nature, an Erasmus+ and Léargas-funded cross-cultural, participatory intervention, working with youth teams across Ireland, Spain, Armenia, and Finland.
Through arts-based workshops, fieldwork, and action research, young participants designed and implemented locally tailored NBIs to promote mental health and biodiversity conservation. Emphasising accessibility, the research integrated alternative communication methods, such as photo-elicitation and non-verbal arts practices, ensuring engagement from young people of all backgrounds and abilities. This body of research moves from global evidence synthesis to deep qualitative exploration of lived experiences, to the real-world development of youth-led solutions — providing a blueprint for scaling equitable nature-based approaches to support personal and planetary health.
The Impact
This research has achieved educational, social, political, and academic impacts, aligned with UCC’s Connected Curriculum, UCC Futures, and the UN Sustainable Development Goals (SDGs).
Educational Impact:
Through participatory, arts-based, and experiential methods, the research has embedded Education for Sustainable Development (ESD) into real-world practice, directly supporting UCC’s Connected Curriculum. The multilingual, open-access Pathways to Nature Toolkit — that is being developed collaboratively with youth — will advance active learning pedagogies and provides scalable resources for formal and non-formal educators. In addition, nature-based approaches such as walking coaching have been integrated into postgraduate teaching, particularly within the MA in Positive and Coaching Psychology, training students to apply nature-connected wellbeing interventions in professional coaching practice. This work strengthens students' global citizenship, environmental responsibility, and wellbeing competencies. The use of inclusive, arts-based workshops, photo-elicitation, storytelling, and non-verbal data supports UCC’s commitment to Universal Design for Learning and broadens participation for students of all backgrounds and abilities.
Social and Cultural Impact
The pathways to nature intervention engaged over 100 young people across Ireland, Spain, Armenia, and Finland, who co-designed Nature-Based Initiatives (NBIs) adapted to their specific locality and context. Outcomes include rewilding of community spaces, wildlife conservation partnerships, community engagement and national media coverage. These youth-led projects fostered civic participation, addressed biodiversity loss, and promoted mental health, contributing to SDGs 3 (Good Health and Wellbeing), 13 (Climate Action), and 15 (Life on Land). The inclusive approach modelled how community-based, youth-led innovation can address global challenges at a local scale, embodying UCC’s vision of creating societal impact through engaged research.
Policy and Political Impact:
The findings support European and national priorities on youth engagement, environmental action, and mental health resilience. Outputs, including international peer-reviewed publications (Environment International, Journal of Environmental Psychology), strengthen evidence bases for youth work, education, and environmental policymaking. The work contributes directly to UCC’s role in shaping public discourse and informing evidence-based policy development aligned with the SDGs.
Academic and Research Impact:
The umbrella review synthesised evidence from 64 systematic reviews/meta-analyses, positioning UCC at the forefront of nature-based intervention research globally. The qualitative study explored young people’s experiences, offering new insights into relational nature connectedness as a foundation for youth wellbeing and pro-environmental behaviour. Together, this research advances UCC Futures themes of sustainability, environmental resilience, and wellbeing. It promotes interdisciplinary, open, and engaged research practices, as prioritised by UCC’s strategic plan.
Contribution to UCC's Strategic Goals:
The project exemplifies UCC’s ambition to deliver research-informed education, engaged and open research, and innovative, transdisciplinary collaboration. It supports postgraduate research training (through the PhD supervision of Topaz), strengthens international partnerships (via Erasmus+), and showcases UCC as a leader in addressing global challenges through community-engaged scholarship. The research aligns with UCC’s focus on sustainability, student wellbeing, and fostering globally responsive graduates.
For More Information
Pathways to Nature UCC Research Team: Topaz Shrestha, Dr Zelda Di Blasi, Dr Sarah Foley, Dr Marica Cassarino.
Contact: Topaz Shrestha 115441352@umail.ucc.ie
Visit www.chttps://pathwaystonature.eu
“The Pathways to Nature program strengthened my connection with nature, fostered environmental awareness, and created lasting friendships, making it an unforgettable experience”.
– Lola Ruiz Vidal, Participant